Junior High School Students’ Informal Reasoning ability Analysis on Socio-scientific Issue: 「Generate electric by wind」 and 「Eco-alamedas」

• Main Authors: Lai Chih-Chung, 賴志忠
• Other Authors: 靳知勤
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/70222743851665836779

碩士 === 國立臺中教育大學 === 科學應用與推廣學系科學教育碩士班 === 96 === This study is to investigate the 8th grader students’ informal reasoning ability by Socio-scientific issues, and how the reasoning patterns and the informal reasoning ability are influenced by biodiversity knowledge and biodiversity attitudes? There are 84 effective samples in the formal questionnaire. Research tools include a Biodiversity knowledge questionnaire, Biodiversity attitudes questionnaire, and open-end Socio-scientific Issues questionnaire. By investigating students’ informal reasoning content and quantify the reasoning content as score, and individual interviews. We hope to find out the informal reasoning patterns and dividing line of Biodiversity knowledge and Biodiversity attitudes score between high score, middle score, and low score groups. The results of this study are as follows:（1）To analyze the junior high school students’ informal reasoning processes, we can find that student usually use rational reasoning patterns in 「Generate electric by wind」 （90.25%） issue and 「Eco-alamedas」 （90.84%） issue. （2）Informal reasoning score in students’ individual background, such as gender variable, how much time do students spend on reading science books in a week, and joined about science activity last year, different groups have little difference ,however, it does not show significant difference.（3）In linear regression analysis, the grade of biodiversity knowledge score and school subject(including Chinese, Science, and school term average achievement） to informal reasoning score are reaching significant difference. This shows that above variables are critical point in informal reasoning ability and quality high or low of students, however, biodiversity knowledge score is the most influence factor. In different biodiversity knowledge score group there is a threshold between different groups, the threshold is between middle and low score group in 「Generate electric by wind」issue, and between high and middle score group in 「Eco-alamedas」issue. This shows that there actually is a divide line of knowledge to separate the reasoning ability of students.（4）One-way analysis of variance in this two issues, only 「Generate electric by wind」issue reached significant difference in high, middle and low score group of Biodiversity attitudes. The threshold in different Biodiversity attitudes score grouping in「Generate electric by wind」issue is between high and low groups, however, difference score groups in「Eco-alamedas」issue have no significant difference. This implies that Biodiversity knowledge has more influence in students’ informal reasoning quality than Biodiversity attitudes.